Augusto Z. Macalalag

Associate Professor, School of Education

Taylor Hall, Room 321 1 (215) 572-2147

About Me

Dr. Augusto Macalalag, Jr., Associate Professor of Science, Technology, Engineering, and Mathematics (STEM) Education, teaches undergraduate and graduate science methods courses for pre-service and in-service teachers.  He is the coordinator of General Science, Biology, Chemistry, and Mathematics teacher certification programs.  In 2014, Dr. Macalalag conceptualized and developed the M.Ed. in Integrative STEM Education and Graduate Certificate  for in-service elementary and middle school teachers. The certificate program’s goal is to foster teachers’ pedagogical content knowledge in planning, implementing and assessing instructions that incorporate science and engineering practices based on the National Research Council’s Framework for K-12 Science Education.  The STEM certificate program has five courses (15 credits) that include an environmental education preview to Sicily, Italy. 

Dr. Macalalag, who is the former Assistant Director of STEM Education at Stevens Institute of Technology’s Center for Innovation in Engineering and Science Education (CIESE), has an interest in different aspects of reform-based science teacher education.  His research focuses on programs that promote science and engineering practices in elementary and middle school classrooms. In addition to teaching, through classroom support visits, Dr. Macalalag helps teachers plan and implement lessons, assess and analyze student thinking, integrate technology, and reflect in their instruction. His dissertation examined the changes in pre-service science teachers’ knowledge of inquiry and practices of lesson design in four methods courses in biological sciences. Throughout the years, Dr. Macalalag has been involved in two Mathematics and Science Partnerships (MSP) programs that received awards including the American Society for Engineering Education’s Best Practices in K-12 Engineering and Pre-college Outreach Program in 2010, Best Zone Paper in 2011, and Best Practices in K-12 Engineering and University Partnerships in 2012. Finally, in November 2013, Dr. Macalalag received the Steve Goldberg Faculty Development Award from the School of Education at Arcadia.

He holds teaching certificates in elementary, middle and high school and school administrator certificates. Dr. Macalalag received his Ed.D. in Science from Rutgers University, and an M.A. in Education and a B.S. in Chemistry from St. Peter’s University. He also holds an Educational Leadership Certificate from the College of New Jersey.



US221.1: We Inquire We Design
ED207: STEAM 1: Design Thinking and Problem-Based Learning
ED307: STEAM 2: Design Thinking and Problem-Based Learning
ED324: Elementary Science Methods
PRV181 Science, Technology, Society, and Culture: Exploring Cities of Philadelphia and Florence      



ED523 Teacher and the Classroom, Secondary     
ED552: Issues and Methods in Elementary School Science
ED553: Issues in Science for Secondary Teachers
ED694: Introduction to STEM Education
ED695: Understanding the Designed World
ED697: STEM and Society, Global Field Study

Areas Of Focus

STEM education, pre-service and in-service teacher education, pedagogical content knowledge, model-based science inquiry, engineering design practices, socioscientific issues

English, Filipino

Education History

Rutgers University 2012

Doctor of Education, Major in Science Education

The College of New Jersey 2006

Certificate in Educational Leadership

St. Peter's University 2001

Master of Arts, Major in Education

St. Peter's University 1998

Bachelor of Science, Major in Chemistry

Minor in Theology


Co-Author 2020

Incorporating Socioscientific Issues into a STEM Education Course: Exploring teacher use of argumentation in SSI and plans for classroom implementation

Research Paper, Disciplinary and Interdisciplinary Science Education Research

Co-Authored with Johnson, J., Macalalag, A., & Dunphy, J.

Co-Author 2020

Developing Teachers’ Intentions of Incorporating Socioscientific Issues in Lesson Design

Research Paper, Pennsylvania Teacher Educator

Co-Authored with Minken, Z., Macalalag, A., & Richardson, G

Co-Author 2019

How do we do this: learning how to teach socioscientific issues.

Research Paper, Cultural Studies of Science Education, 3(8), pp. 1-25. DOI 10.1007/s11422-019-09944-9

Co-Authored with Macalalag, A., Johnson, J., & *Lai, M.

Co-Author 2019

The Effect of Methods Course on Pre-Service Teachers’ Awareness and Intentions of STEM Subjects.

Research Paper, . International Journal of Research in Education and Science, Volume 5, Number 1, Pages 22-35.

Co-Authored with Korucu, D.L., Macalalag, A., Johnson, J.

Co-Author 2018

STEM-ify Me: It’s Elementary! Designing Butterfly Wings.

Article, Science and Children.

Co-Authored with Macalalag, A., **Johnson, B, & Johnson, J.

Co-Author 2017

STEM Education Course: Enhancing K-12 Teachers’ Cultural Awareness Through Reflections of Socioscientific Issues.

Research Paper, Pennsylvania Teacher Educator, Volume 16, Pages 76 – 92, Fall 2017.

Co-Authored with Macalalag, A., Johnson, J., & *Lai, M.

Co-Author 2016

Graduate Education Course for Elementary School Teachers: Fostering Knowledge of Science and the Engineering Design Process.

Research Paper, Pennsylvania Teacher Educator, Volume 15, Pages 109-131, Fall 2016.

Co-Authored with Macalalag, A., & **Parker, K.

Co-Author 2016

Uncovering Elementary Teachers’ Notions of Engineering Design Practices Using Video-Captured Instruction.

Research Paper, Pennsylvania Teacher Educator, Volume 15, Pages 133-150, Fall 2016.

Co-Authored with *Peterson, K., *Crow. M., & Macalalag, A.

Research Summary

My research and courses are focused on teaching and learning of STEM through a hands-on approach to inquiry and design, local and international field experiences in Philadelphia and  Sicily, Italy, and transformative leadership that promotes and develops teacher leaders and scholars.  In particular, I am delighted to share that the courses in my STEM program have contributed to better understanding on how to cultivate the teachers’ knowledge of science and the engineering design process (Macalalag & Parker, 2016), teachers’ notions of the engineering design process (Peterson, Crow & Macalalag, 2016), and teachers’ cultural awareness of socioscientific issues in an international setting (Macalalag, Johnson & Lai, 2017).  Moreover, the STEM education courses also provided a model of how to implement claims, evidence and argumentation in an elementary classroom as key features of hands-on approach to the engineering design process (Macalalag, Johnson & Johnson, 2017), to improve pre-service teachers’ awareness and intentions of teaching STEM subjects (Karisan, Macalalag & Johnson, 2019) to undergraduate students in Turkey, and to develop teachers’ PCK on cultural practices associated with the society’s contribution to carbon footprint (Macalalag, Johnson & Lai, 2019).